cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Niko Sudibjo
Contact Email
niko.sudibjo@uph.edu
Phone
-
Journal Mail Official
jtp@uph.edu
Editorial Address
UPH Graduate Campus Plaza Semanggi Lt.16 Kawasan Bisnis Granadha Jl. Jend. Sudirman Kav. 50 Jakarta 12930
Location
Kota tangerang,
Banten
INDONESIA
Jurnal Teropong Pendidikan
Published by Universitas Pelita Harapan
ISSN : 27751597     EISSN : -     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Started in 2021, Journal Teropong Pendidikan (JTP) is a national journal published 3 times per year by the Master of Educational Technology Study Program at the Universitas Pelita Harapan. Jurnal Teropong Pendidikan focuses on the study of educational technology. Articles published in the journal cover original research, theoretical and empirical studies, and R&D. Manuscript submitted for publication in the Journal Teropong Pendidikan go through a double blind review process. FOCUS AND SCOPE - Educational and Performance Technology - Curriculum and Instructional Design - Teaching and Learning - Interactive Media Learning - Diffusion and Innovation - Online and Mobile Learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2024): May" : 5 Documents clear
Enhancing Students’ Engagement, Self-Efficacy, and Mathematics Concept Mastery Through the Implementation of the Flipped Classroom Model at Quiver Center Academy [Peningkatan Keterlibatan Siswa, Efikasi Diri, dan Penguasaan Konsep Matematika Melalui Penerapan Model Kelas Terbalik di Quiver Center Academy] Tampi, Gillian
Jurnal Teropong Pendidikan Vol. 4 No. 1 (2024): May
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v4i1.7349

Abstract

The COVID-19 pandemic has caused significant disruption in the education sector, forcing schools to shift their learning processes to online platforms. This transition to online learning is widely regarded as the most viable option for distance education. The present research was motivated by observed issues in Grade ten Mathematics, specifically passive student engagement, low self-efficacy, and poor concept mastery during classes conducted via video conferencing. The aim of this study was to improve students' engagement, self-efficacy, and concept mastery in Mathematics through the implementation of the Flipped Classroom Model during the pandemic. This Classroom Action Research was carried out over three learning cycles, with the subjects consisting of five Grade ten students from Quiver Center Academy. Data were collected through observations, surveys, and test assessments. The analysis of data from the three cycles indicated a twenty-nine percent increase in student engagement, a fifty-five percent increase in academic self-efficacy, and a sixteen percent improvement in concept mastery. In conclusion, the implementation of the Flipped Classroom Model effectively enhanced student engagement, self-efficacy, and concept mastery in grade ten Mathematics at Quiver Center Academy.
Efektivitas Penerapan Project Based Learning Terhadap Hasil Pembelajaran dan Motivasi Siswa [Effectiveness of Project Based Learning Implementation on Student Learning Outcomes and Motivation] Marina, Indra; Seda, Fredrikus; Hardiono, Dwi
Jurnal Teropong Pendidikan Vol. 4 No. 1 (2024): May
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v4i1.7701

Abstract

The development of digital technology has influenced various fields, including education. One learning model that can utilize technology is Project-Based Learning (PBL). The purpose of this study is to provide empirical evidence to support the implementation of PBL as an effective learning strategy, improve the quality of learning, and provide meaningful learning experiences for students. Using simple regression analysis and involving 51 students, the results of the study show a moderate positive correlation between the level of PBL implementation and student learning outcomes. The regression equation confirms that PBL not only improves learning outcomes but also significantly impacts student motivation. Recommendations include widespread implementation of PBL, teacher training, development of relevant PBL projects, as well as continuous monitoring and evaluation. Further research is needed to generalize these findings to a broader educational context.
Hubungan Kecerdasan Emosional dengan Kemampuan Problem Solving pada Guru PAUD di TK XYZ Jakarta Barat [The Relationship between Emotional Intelligence and Problem Solving Skills of Early Childhood Education Teachers at XYZ Kindergarten, West Jakarta] Dewanti, Damaris Fajar; Wibowo, Nadya Sarah; Susant, Shervin
Jurnal Teropong Pendidikan Vol. 4 No. 1 (2024): May
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v4i1.8637

Abstract

Emotional intelligence refers to an individual’s ability to recognize, understand, control, and express their own emotions, as well as to understand and respond to others' emotions. This helps people stay calm and focused on finding solutions. This study aims to examine the relationship between emotional intelligence and problem-solving ability among early childhood education (PAUD) teachers at TK XYZ in West Jakarta. The research uses a quantitative approach with questionnaires as the data collection tool, and the data are analyzed using Excel. The emotional intelligence questionnaire contains 28 items, while the problem-solving questionnaire contains 36 items. The study involved all 19 PAUD teachers at TK XYZ, with no sampling as the entire population was included. The results show a significant relationship between emotional intelligence and problem-solving ability among PAUD teachers. Pearson’s correlation test was used to analyze the data, and the correlation coefficient (r = 0.523) was higher than the table value (r = 0.456 for n = 19), indicating that the hypothesis is supported. Therefore, it can be concluded that emotional intelligence is positively linked to problem-solving skills in PAUD teachers. It is recommended that teachers continue to improve their emotional intelligence through seminars, webinars, and workshops, as this can help enhance their problem-solving abilities. Bahasa Indonesia Asbtrak: Kecerdasan emosional adalah kapasitas seorang individu untuk mengidentifikasi, memahami, mengendalikan, dan mengekspresikan perasaan mereka sendiri, serta memahami dan merespons perasaan orang lain. Hal ini memungkinkan individu untuk tetap tenang dan fokus pada pencarian solusi yang tepat. Tujuan penelitian ini adalah untuk mengkaji hubungan antara kecerdasan emosional dengan kemampuan problem solving guru PAUD TK XYZ di Jakarta Barat. Pendekatan yang digunakan di dalam penelitian ini adalah pendekatan kuantitatif dengan metode kuesioner sebagai instrumen pengumpulan data dan data dianalisis menggunakan excel. Kuesioner Kecerdasan Emosional terdiri dari 28 butir pertanyaan, sementara kuesioner Problem Solving terdiri dari 36 pertanyaan. Populasi yang digunakan dalam penelitian ini adalah seluruh Guru PAUD di TK XYZ Jakarta Barat sebanyak 19 orang guru. Tidak ada penentuan sampel karena penelitian ini menggunakan seluruh populasi. Hasil dari penelitian ini menunjukkan adanya hubungan antara kecerdasan emosional dengan kemampuan problem solving pada guru PAUD di TK XYZ Jakarta Barat. Analisis yang digunakan dalam penelitian ini adalah uji statistik Pearson Correlation Product Moment untuk melihat hubungan kecerdasan emosional dan kemampuan problem solving. Nilai rhitung adalah 0,523 lebih kecil dari rtabel (n=19) yaitu 0,456, maka H1 diterima. Dengan demikian disimpulkan bahwa hipotesis dapat diterima, yang disimpulkan pada adanya hubungan antara kecerdasan emosional dengan kemampuan problem solving pada guru PAUD. Disarankan guru dapat memaksimalkan kecerdasan emosi melalui seminar, webinar, dan workshop perlu terus dilakukan sehingga dapat meningkatkan kemampuan problem solving pada guru PAUD.
Efektifitas Problem Based Learning Terhadap Kemampuan Berpikir Kritis Siswa [The Effectiveness of Problem Based Learning on Students' Critical Thinking Skills] Wuisan, Audrey Caroline; Simamora, Marihot; Siboro, Minerva
Jurnal Teropong Pendidikan Vol. 4 No. 1 (2024): May
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v4i1.8638

Abstract

The rapid changes in technology today have led to numerous problems and challenges related to global issues that must be addressed wisely. Adapting to this era requires strong thinking skills to quickly acquire new knowledge and make sound decisions. The Problem Based Learning (PBL) model can be used to enhance critical thinking competencies in the teaching and learning process. The objective of this study is to assess the effectiveness of applying the Problem Based Learning (PBL) model in improving students' critical thinking skills in the context of systems of linear equations with two variables. Additionally, this study aims to detect significant differences in critical thinking skills between the experimental and control groups, as well as to investigate whether gender has any impact on critical thinking abilities. The research was conducted at a private XYZ junior high school in Bekasi City from mid-March to April during the second semester of the 2022/2023 academic year. The study used a quasi-experimental research design. The research sample consisted of 28 students in both the control and experimental groups. Purposive sampling was employed, and the instrument used was a set of five essay questions. The results of the mean test analysis indicated that there was no significant difference in critical thinking skills between the experimental and control groups. Furthermore, the correlation test revealed that gender did not have a significant impact on students' critical thinking skills.
Pengaruh Gaya Belajar Terhadap Pembelajaran Orang Dewasa Berbasis LMS [The Influence of Learning Styles on LMS-Based Adult Learning] Retnani, Mega Astuti Dwi; Afrista, Esgi; Elsaday, Rut Sulistiowati
Jurnal Teropong Pendidikan Vol. 4 No. 1 (2024): May
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v4i1.8639

Abstract

Utilization of LMS as a learning platform can now be utilized by various groups, including the Master of Educational Technology program at Pelita Harapan University. The use of this LMS is, of course, related to the student's learning style. The use of VARK is used to determine student learning styles and then connect it to their learning experiences using the LMS. This research was conducted by conducting interviews with 30 Master of Educational Technology students at Pelita Harapan University, batch 49 and 50. The research method used in this research was using a quantitative approach with an instrument in the form of a questionnaire. The analysis technique in this research is to present facts in the form of numbers by providing an explanation of quantitative data. The results of the analysis with Pearson Product-moment obtained an RXY value of 0.254 for Visual, 0.420 for Aural, 0.325 for Read, 0.409 for Kinesthetic with a value of 0.05 and a Df of 28. The correlation coefficient shows a value of 0.361, which means that the use of LMS with Visual and Read learning styles has an unrelated relationship. Meanwhile, Aural and Kinesthetic learning styles have a significant correlation.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2025): Mei Vol. 4 No. 2 (2024): November Vol. 4 No. 1 (2024): May Vol. 3 No. 2 (2023): November Vol 3, No 2 (2023): November Vol 3, No 1 (2023): May Vol. 3 No. 1 (2023): May Vol 2, No 3 (2022): September 2022 Vol. 2 No. 3 (2022): September 2022 Vol 2, No 2 (2022): May 2022 Vol 2, No 1 (2022): January 2022 Vol 1, No 3 (2021): September 2021 Vol 1, No 2 (2021): May 2021 Vol 1, No 1 (2021): January 2021 More Issue